“反思”被认为是取得实际教学效果,并使教师“教”与学生“学”参与更为主动、能力发展更为积极的一种手段。在反思性课堂中,“反思”在让教师的主体性率先得到发展的同时,更让学生的主体性得以充分发挥。基于此,山东省东营市胜利六中借助“反思性课堂建设”研究与实践,将发展教师与发展学生相统一,在促进师生共同成长的同时,有效地改变了学校的教育生态。一、在反思性“教”中改变 “Reflection ” is considered to be the means to obtain the actual teaching effect and to make teachers ’teaching and students’ learning more active and their ability development more active. In the reflective classroom, “Reflections ” allows teachers to take the lead in the development of the subjectivity, while giving full play to the students’ subjectivity. Based on this, with the research and practice of “Reflective Classroom Building”, Shengli 6 Middle School, Dongying City, Shandong Province, unifies the development of teachers and development students and effectively promotes the educational ecology of schools while promoting the common growth of teachers and students. First, in reflective “teaching ” change